Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative.
Or maybe it was a student who just couldn't seem to grasp fractions, until he created them by separating oranges into slices. Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential.
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:. One common misconception about multiple intelligences is that it means the same thing as learning styles.
Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to teaching, subject-matter, and student learning needs. Addressing the multiple intelligences can help instructors pluralize their instruction and methods of assessment and enrich student learning.
Chick, N. Learning styles. Gardner, H. For kids kindergarten through third grade : Smarts! To schedule a keynote or workshop on multiple intelligences go to the Keynotes and Workshops page. This page was brought to you by Thomas Armstrong, Ph.
Multiple Intelligences. How to Teach or Learn Anything 8 Different Ways One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning.
Recommended Reading For general overview and self-help strategies high school, college, and adult learners : 7 Seven Kinds of Smart: Identifying and Developing Your Multiple Intelligences. Share This:. Books by Dr. Armstrong order my books at. Academics Discover what programs you can engage in at CU that align with your God-given passions.
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His research from identified seven intelligences; in the intervening time, he has come to believe there are a total of nine intelligences: Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. Mathematical-Logical Intelligence: The ability to think conceptually and abstractly, and the capacity to discern logical or numerical patterns. Musical Intelligence: The ability to produce and appreciate rhythm, pitch and timbre.
Visual-Spatial Intelligence: The capacity to think in images and pictures, to visualize accurately and abstractly. Interpersonal Intelligence: The capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence: The capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. Naturalist Intelligence: The ability to recognize and categorize plants, animals and other objects in nature.
Existential Intelligence: The sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die and how we got here. There are specific modes of multimedia and instruction techniques, which include the following: Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship or motor skills.
Printed words: While the printed word is the most common method of dispensing information, some argue that audio is superior. Sound: Sound media offer a stimulus for sound recognition or recall. Audio narration is a useful tool for students who struggle with reading. Motion: Motion depicts human performance so that learners can copy the movement. This kinesthetic method can be essential for understanding some subject matter.
Color: Choices on color display are required if it is essential to what is being learned such as, the sky is blue. Realia: Realia teaches cognitive and motor skills with objects. Realia can be used with individuals or groups, depending on the situation. Realia may be used to present information realistically, or with the way learners internalize information.
Instructional Setting: Design must include what materials are being used, as well as the environment in which it is to be taught. Printed materials should be individualized to allow the learner to set the pace. Learner Characteristics: Teaching models must consider learner characteristics, as media may be interpreted in various ways by different learners. Research has not provided definitive methods in matching the media most suitable for types of learners.
Reading Ability: Pictures aid learning for poor readers who understand spoken words rather than printed words; good readers can control the pace, and print allows for easier review. Events of Instruction: Teachers have to choose the external events which support internal learning with events of instruction.
This occurs in the planning stage and before selection of appropriate media. Performance: It is important for students to perform tasks that demonstrate learning and retention. The elicited performances can be categorized by type: covert, overt, motor, verbal, constructed and select. Media should be selected to correspond with the desired outcome. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning: Words linguistic intelligence.
Numbers or logic logical-mathematical intelligence.
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